This paper describes fifth-graders engagement associated with a curriculum intervention focused on the interdisciplinary (history, literacy, and the visual arts) teaching about issues 15th and 16th century migration. I address the question: In what ways do students demonstrate engagement about larger historical themes (e.g. interaction, treatment of others)? In order to answer this question, I observed a fifth-grade classroom over an eight-week period and documented student interactions in field notes. Students demonstrated procedural and substantive engagement during this instructional unit.
"Clashing Cultures in Conversations: Engaging Students in the study of the Convergence of Three Civilizations,"
The Councilor: A Journal of the Social Studies: Vol. 76
, Article 4.
Available at: http://thekeep.eiu.edu/the_councilor/vol76/iss1/4
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons